Implementasi Model Radec dan Pengaruhnya Terhadap Kemampuan Siswa Sekolah Dasar dalam Menyelesaikan Masalah IPAS
DOI:
https://doi.org/10.26811/didaktika.v10i1.2007Abstract
This study aims to examine the effect of the Read–Answer–Discuss–Explain–Create (RADEC) learning model on elementary school students’ problem-solving abilities in Integrated Science and Social Studies (IPAS). The research employed a quantitative approach with a quasi-experimental design, specifically the nonequivalent pretest–posttest control group design. The study was conducted at SDS Rabbani Purwakarta, involving 30 sixth-grade students divided into two groups: an experimental class (15 students) and a control class (15 students). Data were collected using an essay-based test designed to measure students’ problem-solving abilities before and after the intervention. The experimental class was taught using the RADEC learning model, while the control class used the inquiry learning model. Data analysis included normality and homogeneity tests followed by hypothesis testing using the paired sample t-test. The results indicate a significant improvement in students’ problem-solving abilities after the implementation of the RADEC model. The experimental class showed higher post-test scores compared to the control class, demonstrating that the structured stages of RADEC facilitate students in understanding problems, developing strategies, and generating logical solutions. These findings suggest that the RADEC learning model provides a systematic and interactive learning environment that supports the development of analytical thinking and problem-solving skills among elementary school students in IPAS learning.
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